The DeSmet leader. (DeSmet, Kingsbury Co., Dakota [S.D.]) 1883-1891, 1887-04-09

All are invited TO contribute either original or
selected articles. AL communications should
be addressed to the Manager.
The LEADER some time ago offered q
column to be devoted to schools and
education, and although the matter
was frequently discussed among teach
ers, no definite plan was developed un-
til last Friday at session OF the teach
ers institute.
Miss &. Elgetha Masters and Miss M.
Louise Cooley, of DE Smet, were ap-
pointed respectively, manager and as
sistant manager Of the column, and it
was urged that all teachers and others
interested In schools and educational
matters, feel themselves individually
responsible for the success of the meas
ure. 1t is expected that matter Of gem
eral or local interest, whether original
or selected. will be sent to the manager
for publication.
1t isparticularly desired that teachers
of little experience will use this column
by way of inquiry as to the best meth
DDS and means by which they can ac-
complish better results.
Patrons and school officers are espec-
tally requested to use the column. The
discussion of educational topics from q
'home standpoint will be of Interest,"
Reports Of work done, and condition
Of schools in the different parts OF the
county, wilkfurnish data from which a
uniform and systematic management
may be established.
In compliance with a request from
the manager. offer these suggestions
as to the purpose of the educational
column, and / trust that we may see
better methods as result of its publ
cation. v. s. l.. OWEN.
TEACHERS FORE5HOUGHT.
A quite common fault In teaching is
that we do not arrange our work sys-
tematically enough--introducing null
titude of new things one day or week,
which has tendency to confuse pupils,
and then bring up nothing new prob
ably for week or two.
II a teacher teaches her pupils one
new thing in each class every day,
and does that in manner that the pu-
pills retain what they have learned,
she does exceedingly well, and
all She ought to try to do. One new
word in reading exercise, thoroughly
learned. so the pupils know the mean
ing Of it, and can use the same In a
sentence, is great plenty. This is
equally true of all other branches.
In order that this may be done, u
teacher should have some sort OF an
outline Of the terms work which she
aims to accomplish. Acertain amount
of work to be done each month, q GER
tain amount each week, and each day,
ought then to have its particular point
for development. In this, OF course
each days work ought to be such thu
it will have direct bearing on, or a
key as 1t were, to the next days work.
This gives ample time each recita-
tion to review previous work and give
point" or two on the next day. les
son if necessary--also, II gives variety
of work, and always something new to
keep up the interest and enthusiasm OF
the class which undoubtedly Is the first
and foremost object of a teacher.
Every teacher ask yourself. What is
the particular thing that will teach
my several classes tomorrow" II you
know, the probabilities are that the
days work will he pleasure to you,
and a-snatter OF benefit to the school.
II you know just what you are going
to teach each class next week, it
is better still. And, ii you know
just what you intend to teach In
each class for the term ahead, the
result cannot help but be for the better.
If you have never looked ahead In
the arrangement of your work. Just try
it the coming term and see what the
results are. You may find 1t too much
of task for the whole term. II 70,
outline your next weeks work. and k
it works well outline 1t for the remain
der of the term: II you have been nm
able to make your school-room work
correspond with your outline, change
the work mapped out for the next week
SO 1t will fit the school. +. Il. e.
! TEACHING CHILDREN TO
READ.
i / usually reach my school-room as
early as half past eight, and spend q
few minutes in writing lessons on the.
board for my primary classes. / copy,